id: 02303695
dt: j
an: 1994d.01418
au: Pretorius, G.J.P.; Oosthuizen, W.L.
ti: Zusammenhang zwischen affektiver Stabilitaet und effektivem Lehren und
Lernen im Mathematikunterricht der Sekundarschule. (Verband tussen
affektiewe stabiliteit en effektiewe wiskunde-onderrig en leer in die
sekondere skool.)
so: S. Afr. J. Educ. 12, No. 4, 423-427 (1992).
py: 1992
pu: ,
la: AF
cc: C23
ut:
ci:
li:
ab: During the teaching of mathematics in the senior-secondary phase, some
pupils continue to experience problems with the subject in spite of
further and additional aid being given by teachers. The factors that
cause retardation in learning are affective in origin, cognitive and
normative by nature and are reflected in the behaviour of the pupils.
Because of this problem, a special attempt was made in this study to
investigate the relationship between affective stability and effective
teaching and learning of mathematics, to obtain a better understanding
of the teaching action of the teacher as well as the learning activity
of pupils in a class situation. (orig.)
rv: